Night Essays (1222 words) - Human Rights Abuses,

Night From the View of an S.S. Officer This whole situation started out simple enough. The men and myself first moved into this little town called Sighet. The people there seemed so naive. None of them realized what was about to happen; none of them realized what happened when the Germans move into town. We first started by imprisoning the officials and made all the Jews were yellow stars. The Jews were then moved into a very small ghetto and cramped quarters. It was obvious that none of them had heard of the horror of the concentration camps and what awaited them once they left the safety of their homes. Me and some of the other officers tried to be nice to the Jews because I, personally, hated carrying around this gun. Once you were in the camp the site of these officers holding these weapons struck fear into the hearts of all in the camp. We had finally gotten all of the people of the town of Sighet onto the train and had started the journey towards Auschwitz. The condition on the train is something I don't think I could have stood for. The Germans were put in charge of the train in the middle of the journey. The officers were told to collect any valuable from the people on the train and if they refused to yield their valuables, the were to be shot. As I have said I hated carrying around this gun but I did have a job to do and I was willing to follow orders if need be. Luckily I never had to unload a single shot on that train. Some people on the train were in very bad shape. They were hallucinating and many of them simply couldn't take the heat and the smell any longer. They were beginning to go crazy. The officers had a meeting and we were told to tell them that they were all just going to a labor camp and the families would be kept together. The lying was also a normal part of my job. Little did they know that they were going to a terrible place in which the males and females would be seperated and all of the people had a slim chance of even making past the inspections. Before arriving at Auschwitz we came to a "filtering" camp called Birkenau. The men and women were separated and taken to separated and taken to the barracks. I hear the prisoners talking sometimes. Some of them have been in this camp for a while and some of them are friends to those who are just arriving. These prisoners know that only the youngest and strongest survive. I know some of them have to be lying about their age. Boys that are barely 15 claiming they are 18, but they only want what everybody else at the camps want; to stay alive. Some prisoners and myself were transferred to a camp named Buna. It was a four-hour walk to the camp and once we got there the prisoners were required to undergo more medical exams to make sure they are still fit to work. The dentist even went as far as to remove the gold crowns in prisoners' teeth. Things were going well for a few months although the officers, and myself would take nothing less than hard work and cooperation from everyone. One day we had an unexpected air raid on Buna. The planes showered the camp with bombs and that is when things started to get out of control. People were trying to get away, stealing items, and trying to sneak some extra rations of soup. The officers were told to publicly hang anyone who broke the rules during this attack. We were made to do it in front of the entire camp so they could see what would happen if a person disobeyed. I was put in charge of supervising the hanging, but I couldn't let morals get in the way. I was put here to do a job an d that is what I had to do. We exucuted 4 people in total, including a small child just for trying to get food. I was aware that the Jewish holidays were approaching

Leadership Theory Matrix Essays - Leadership, Social Psychology

Leadership Theory Matrix Essays - Leadership, Social Psychology University of Phoenix Material Leadership Theory Matrix Complete the Leadership Theory Matrix by providing a detailed description and an example or examples. See the Example provided in the first row. Note. Answers shown in red are provided for example purposes only. Theory FocusTheory DescriptionExample(s) Heroic or charismatic leaders. Great man theories. The capacity for leadership is inherent. These theories held the underlying concept that great leaders are born, not made (Northouse, 2014)Based on the study of people who were great leaders in history focused on identifying innate qualities and characteristics possessed by great social, political, and military leaders (Northouse, p 19) and making assumptions about all based on a few. Personality characteristics otherwise known as trait theories Personality Characteristics or trait theories is known as personal tendencies when a manager works with their staff. While everyones personality is different, these tendencies are viewed and tested when the manager is applying for a jobThis is the type of person they have grown to be. A personality characteristic could ne determined by a work place test to show which department they would work best in. A good example would be using many staff with similar personalities will generally show better production rates. Focuses on skills and abilities that can be learned and developed skills approachThe Skills approach is when a manager uses their developed skills to achieve a goalThese are the abilities that were learned over the years from one or multiple jobs. Example for this is a manager works in three different companies performing the same duties. From the first to the third, they will learn the same skills and practice until they perfect their skill style. Emphasis is the behavior of the leader, known as style approachThe Style approach is the behavior (task or relationship) that leaders use to provide action towards its staff.Each manager or leader will have their own style. One manager may use theMy way or the highway approach in managing their staff while another will use the gentle its ok way of managing that allows staff to be more productive. Focuses on leadership in situations or situational leadership theorie. With the Situational leadership roles, managers find themselves changing their managing traits to coinside with the issue or situation at the specific moment.There are times when a manager will need to act fast when a situation arises. Each manager who uses this method will change their style or trait to match the change in evenironment in their work place Leadermatch theories look at how well the leaders style fits the context known as Contingency theoryContingency theory provides the framework for what identifies the situation and what leader would be best for it.The contingency theory is built around the framework of having that specific backup plan for a situation gone wrong. When a staff member causes havoc on the customers file, this brings their business to a screeching hault. The manager will need to go to plan b as an alternative direction to fix the situation. References Northouse, P.G (2013). Leadership Theory & Practice (6th Ed.). Thousand Oaks, CA: Sage.

3 Examples of Interpolated Coordination

3 Examples of Interpolated Coordination 3 Examples of Interpolated Coordination 3 Examples of Interpolated Coordination By Mark Nichol When a phrase provides comparative or correlative information to supplement information appearing in the main clause of a sentence, it must be integrated into the sentence without disrupting the syntax. In each of the following sentences, this integration is flawed. Discussions following the examples explain the problem, and revisions demonstrate the solution. 1. Understanding interrelated impacts may be as important, if not more so, than managing individual risks. When incorporating interpolated coordination into a sentence, always test the insertion to confirm that the sentence is correctly constructed by temporarily omitting the parenthesis. If the main clause is not syntactically valid, revise the sentence so that it is. Here, â€Å". . . as important . . . than . . .† reveals a flaw. The conjunction as must follow important, and than must be incorporated into the parenthesis: â€Å"Understanding interrelated impacts may be as important as, if not more so than, managing individual risks.† (Better yet, replace so with a reiteration of important.) 2. This recognition owes mostly to the waterway’s status as one of, if not the largest creeks hosting Coho salmon in the state. In this case, the parenthesis has no closing punctuation, but no matter where a second comma is inserted, the sentence does not work, because â€Å"if not† must follow, not precede, â€Å"the largest creeks,† and the notion must be reiterated within the parenthesis, as shown here: â€Å"This recognition owes mostly to the waterway’s status as one of the largest creeks, if not the largest, hosting Coho salmon in the state.† 3. Our team made a trip to discuss and educate the client on the software application and provide insights for its implementation. This sentence does not work as constructed because, without parenthetical punctuation, the reader reads â€Å"Our team made a trip to discuss . . . on the software application. . . .† To resolve the problem, treat â€Å"and educate the client on† as an interjection, as shown in this revision: â€Å"Our team made a trip to discuss, and educate the client on, the software application and provide insights for its implementation. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesDo you "orient" yourself, or "orientate" yourself?Writing a Thank You Note

Building and Sustaining School culture Research Paper - 1

Building and Sustaining School culture - Research Paper Example In addition, it also discusses the inherent suppositions held by staff members coherent to the customs of schools. Creating awareness of culture within school settings can trigger scholars and tutors to take on tasks that promote growth. A school is an organization that has its own principles, values and norms. Culture is not a distinguishable aspect of a school setting. A school culture encloses teachers developing their attitudes and impacting their conclusions and deeds. Culture manipulates all facets of a school, as well as such aspects as teacher’s dressing, what the teachers talk about during their breaks, how the teachers decorate their class rooms and the teacher’s stress on definite facets of the program of study. This research paper will focus on the factors that can help in building and sustaining school culture within school settings and institutions and the key players. Sarason (1996) refers culture within a school setting as the set of beliefs and values coherent among the school leaders in steering the school, and interpreted by the students into proper conducts and armored through installation of discipline. School cultures are formed and transformed over time. Needless to say, there is a broad correspondence among authors and scholars on how school cultures reacts to and replicates community attributes held by the students. For this reason, school culture can be expressed as the air we breathe. It is hardly noticeable. Moreover, it also typifies the traits and values of its leaders (Sarason, 1996). School culture is a dynamic aspect that is continuously â€Å"being constructed and shaped through dealings with other and replications on life and the world in general† (Sarason, 1996, p 27). Culture in school grows as â€Å"teachers associate with each other, students and the community† (Barth, 1990, p. 123).Sarason (1996) argues that it â€Å"becomes the guide for behavior shared among members of the school at large†

Applying lewin theory Case Study Example | Topics and Well Written Essays - 750 words

Applying lewin theory - Case Study Example This was to ensure why change was necessary and be able to let go of the present comfort zone. He recognized all the risks of making big changes in himself, the company as well as the colleagues but he was prepared to take action to every reaction. In this stage he expected complains from his colleagues due to the changes he was making. The change involved having a leaderless team, change the company’s name and lay off the current supervisor of the group. This was the second stage which involved implementing the required changes and coming up with more efficient and effective ideas after all the team members have agreed to the same. Glen requested reinstatement by filing grievances and John allowed him to stay in the group but not as the group leader. John weighed all his options and decided that the teams should not inquire anything from him instead they should review everything they discuss in their group meetings. This was to empower them to their desired destiny as they would have opportunities to control their own work. This stage was involved moving the work mates and the entire business to incentive for transformation. The changes made by John were not easy for Glen and other team members in the company. The first team meeting they had after the changes, they did not know how to proceed since they did not have someone to give them such details (Simms & Knowledge, 2005). William who had always thought of being a team leader volunteered to start off the meeting but he did not know what to tell the rest of the team. Though William had never been a formal team leader before, he was allowed to stand in to ensure that meetings were held. The next meeting they he came with ideas of how to improve the company but the rest of the team members never agreed on his thoughts instead, they spent the rest of the meeting voting on things they

Impressions After Reading Jane Eyre Essay Example for Free

Impressions After Reading Jane Eyre Essay Jane Eyre, written by Charlotte Bronte, was met with great enthusiasm and became one of the best sellers since it was published in October 1847. The story of Jane Eyre takes place in northern England in the early to mid-19th Century. It starts as the ten-year-old Jane, a plain but unyielding child, is excluded by her Aunt Reed from the domestic circle around the hearth and bullied by her handsome but unpleasant cousins. Under the suggestion of Mr. Lloyd, an apothecary that sympathizes Jane, Mrs. Reed sends Jane to Lowood Institution operated by a hypocritical Evangelicalist, Mr.  Brocklehurst, who chastises Jane in front of the class and calls her a liar. At Lowood, Jane befriends a young girl named Helen Burns, whose strong attitude towards the school’s miseries helps Jane a lot. Also, she is taken under the wing of the superintendent, Miss Temple. After spending eight years at Lowood, six as a student and two as a teacher, she accepts a governess position to teach a loverly French girl named Adele at Thornfield, where she falls secretly in love with the garden’s owner, Rochester, a man with a warm heart despite a cold face outside. However, fate decides to play a joke on Jane. On the wedding day , as Jane and Rochester prepare to exchange their vows, Jane is being told that Rochester has a legal wife, Bertha Mason. Knowing that it is impossible for her to be with Rochester, Jane flees Thornfield. Penniless and hungry, Jane is taken by Rivers siblings Mary, Diana and St. John. , who live in a manor called Moor House. Jane happily accepts the offer of teaching at St. Johns school. She later learns that the Rivers siblings are actually her cousins and that she has inherited from her under a vast fortune, which she divides among her new family. At that time, St. John is about to go on missionary work in India and repeatedly asks Jane to accompany him as his wife. One night, when she is about to accept St. John, Jane experiences a mystical connection with Rochester, and she decides to seek him out at Thornfield. She discovers that the estate has been burned down by Bertha, who died in the fire, and that Rochester, who was blinded in the incident, lives nearby. Jane goes to him at once, at there they get married. The development of Jane Eyre’s character is central to the novel. From the beginning, Jane possesses a sense of her self-worth and dignity, a commitment to justice and principle, a trust in God, and a passionate disposition. Her integrity is continually tested over the course of the novel, and Jane must learn to balance the frequently conflicting aspects of herself so as to find contentment. An orphan since early childhood, Jane feels exiled and ostracized at the beginning of the novel, and the cruel treatment she receives from her Aunt Reed and her cousins only worsens her feeling of alienation. Afraid that she will never find a true sense of home or community, Jane feels the need to belong somewhere. Thus Jane says to Helen Burns: â€Å"To gain some real affection from you, or Miss Temple, or any other whom I truly love, I would willingly submit to have the bone of my arm broken, or to let a bull toss me, or to stand behind a kicking horse, and let it dash its hoof at my chest†. This desire tempers her equally intense need for autonomy and freedom. Her fear of losing her autonomy motivates her refusal of Rochester’s marriage proposal. Jane believes that â€Å"marrying† Rochester while he remains legally tied to Bertha would mean rendering herself a mistress and sacrificing her own integrity for the sake of emotional feelings. On the other hand, her life at Moor House tests her in the opposite manner. There, she enjoys economic independence and engages in worthwhile and useful work, teaching the poor; yet she lacks emotional sustenance. Although St. John proposes marriage, offering her a partnership built around a common purpose, Jane realizes their marriage would remain loveless and that this kind of freedom would constitute a form of imprisonment, because she would be forced to keep her true feelings and her true passions would be always in check. Nonetheless, the events of Jane’s stay at Moor House are necessary tests of Jane’s autonomy. Only after proving her self-sufficiency to herself can she marry Rochester and not be dependent upon him as her â€Å"master. † Edward Rochester, despite his stern manner and not particularly handsome appearance, wins Jane’s heart, because he is the first person in the novel to offer Jane lasting love and a real home. Although Rochester is Jane’s social and economic superior, and although men were widely considered to be naturally superior to women in the Victorian period, Jane is Rochester’s intellectual equal. As Jane says: â€Å"I am my husband’s life as fully as he is mine. To be together is for us to be at once as free as in solitude, as gay as in company. We are precisely suited in character—perfect concord is the result†. Rochester regrets his former libertinism and lustfulness, nevertheless, he has proven himself to be weaker in many ways than Jane. St. John Rivers provides the most typical model of Christian behavior. He is a Christianity of ambition, glory, and extreme self-importance. St.  John urges Jane to sacrifice her emotional deeds for the fulfillment of her moral duty, offering her a way of life that would require her to be disloyal to her own self. But Jane ends up with rejecting to sacrifice passion for principle, which doesn’t mean she abandons a belief in God. Jane ultimately finds a comfortable middle ground. For Jane, religion helps curb immoderate passions, and it spurs one on to worldly efforts and achievements. These achievements include full self-knowledge and complete faith in God. Mr. Brocklehurst, the cruel, hypocritical master of the Lowood School, illustrates the dangers and hypocrisies that Charlotte Bronte perceived in the nineteenth-century Evangelical movement. Mr. Brocklehurst adopts the rhetoric of Evangelicalism when he claims to be purging his students of pride, but his method of subjecting them to various privations and humiliations, like when he orders that the naturally curly hair of one of Jane’s classmates be cut so as to lie straight, is entirely un-Christian. Of course, Brocklehurst’s proscriptions are difficult to follow, and his hypocritical support of his own luxuriously wealthy family at the expense of the Lowood students shows Bronte’s criticism to the Evangelical movement. Helen Burns is Jane’s close friend at the Lowood School. She endures her miserable life there with a passive dignity that Jane cannot understand. she believes that justice will be found in God’s ultimate judgment—God will reward the good and punish the evil. Jane, on the other hand, is unable to have such blind faith. Her quest is for love and happiness in this world. Nevertheless, she counts on God for support and guidance in her search. Throughout the novel, Charlotte Bronte may have created the character of Jane Eyre to voice her then-radical opinions. Much evidence suggests that Bronte, too, struggled to find the right balance between moral duty and earthly pleasure, between obligation to her spirit and attention to her body. She hold the opinion that every spirit is independent, though there are differences in social class, in property and also in appearance. Jane Eyre is critical of Victorian England’s strict social system. Bronte’s exploration of personal equalty is perhaps the novel’s most important theme. I would like to use my favorite words that Jane once said to Rochester to end my article: Do you think, because I am poor, obscure, plain, and little, I am soulless and heartless? You think wrong! —I have as much soul as you—and full as much heart! And if God had gifted me with some beauty and much wealth, I should have made it as hard for you to leave me, as it is now for me to leave you.

How Shall We Care for Our Frail Elders? :: essays research papers fc

How Can We Best Care for our Frail Elders?   Ã‚  Ã‚  Ã‚  Ã‚  The issue of what constitutes â€Å"best† care for the elderly is not easily identified nor readily defined. There are widely differing points of view, each with its own strengths and limitations. In addition, arguments are often full of bias and assumptions, making it even more challenging to form an intelligent opinion regarding this difficult problem. Differing points of view provide a variety of evidence, biases, and assumptions to be examined and interpreted before coming to a personal conclusion.   Ã‚  Ã‚  Ã‚  Ã‚  Alan Sager, an associate professor at Boston University’s School of Medicine, is in favor of a national health insurance policy that guarantees â€Å"quality health care for everyone† (Sager, 152). He insists that the government already spends enough to provide health care coverage for every citizen (Sager, 153). He presents a four-part plan with health care for all with no out-of-pocket expenses, financially neutral physicians and health-care professionals, hospitals operating on limited budgets, and freedom for each individual to choose a caregiver (Sager, 157). Sager provides many specific percentages, dollar amounts, and population numbers to supply supporting evidence. However, his attacks on Medicare distract from his proposed plan. (Sager, 155).   Ã‚  Ã‚  Ã‚  Ã‚  Richard Lamm, former governor of Colorado and current professor at the University of Denver, asks some difficult questions as he challenges the priorities in our current health care system where â€Å"we spend too much money on high-technology care for a few and too little on basic health care for the many† (Lamm, 160). He also carefully cites percentages and population figures in his evidence statements. However, Lamm’s biases weaken his argument drastically. He over-uses â€Å"hot† adjectives and draws parallels that do not represent evidence but rather pull at the readers’ emotions (‘pain-racked existence,† â€Å"spend fantastic amounts,† â€Å"small chance of survival,† â€Å"over treating our sick and under educating our kids† (Lamm, 159-160).   Ã‚  Ã‚  Ã‚  Ã‚  The complexities of this situation run deep. There are no simple answers or one-time, one-size-fits-all solutions. There is not one correct answer. Some of the reasons for many of the uncertainties that cause this problem to be so complex are: 1)  Ã‚  Ã‚  Ã‚  Ã‚  Extreme measures are being taken to extend the lifetime of very old people 2)  Ã‚  Ã‚  Ã‚  Ã‚  Sometimes when life is extended the quality of life may be severely reduced 3)  Ã‚  Ã‚  Ã‚  Ã‚  People with Alzheimer’s and Dementia are no longer fully aware of their surroundings 4)  Ã‚  Ã‚  Ã‚  Ã‚  The elderly have already lived for decades 5)  Ã‚  Ã‚  Ã‚  Ã‚  Opinions about the sanctify of life vary widely. Once an open-ended problem has been identified, the solutions offered must be examined for bias, assumptions, and objections.

Evaluating Art Throughout The Ages Essay

Throughout the history of art, evaluation of artistic works has continued even long after the artist’s lifetime. This is because the proper evaluation of any work of art involves an understanding of its cultural and historical context, its philosophy and the message the artist tries to convey. Although beauty (aesthetics) used to be an important component of art evaluation, post-modern and abstract art have delegated it to obscurity. (Schaeffer) Below are some criteria relevant to evaluating art from any period of history : 1. Technical quality and brilliance : These consist of form (structure and expression), contrast (separation of object from background in many instances), texture, colour display or the use of lines (in line art), composition of various objects in the artwork and quality of craftsmanship. 2. Artistic integrity and vision : Artists should remain true to their worldview and to themselves. This means not only uniqueness and originality, but also remaining committed to the ideal and style he is trying to depict. 3. Philosophy and world view : This is often referred to the work’s hidden meaning, and the values it represents. E. g. in prehistoric cave art, the world view would often be related to the day-to-day wish fulfilment of bountiful hunting. Salvador Dali’s artistic philosophy was based on surrealism ( attached picture ), which often had a dream-like quality. 4. Relation to the artist’s life’s work, its genre and period in history : Many of these qualities cannot be completely evaluated during the artist’s life time, and may require significant periods of time after its completion. In many cases it is never complete e. g. masterpieces like the Mona Lisa continue to be evaluated, centuries after it was finished. Reference : Schaeffer Francis (1978). Art and the Bible. Figure. Salvador Dali’s ‘Dream of a Virgin’ depicts his surrealistic philosophy, and a dream state.

Out and Disabled Essay

Compare and Contrast the ways in how â€Å"Out, Out† and â€Å"Disabled† present the idea of a forgotten victim The poem â€Å"Out, Out† by Robert Frost has a strong resemblance with the poem â€Å"Disabled† by Wilfred Owen as both poems demonstrate the fragility of life and how one person’s death can be easily forgotten. â€Å"Out, Out† the title speaks of everything, used in Shakespeare’s play ‘Macbeth’ It implies how life is ultimately described like a candle, when the flame goes off there is eternal darkness. In â€Å"Disabled† it essentially shows the same meaning where the women’s interest passed to â€Å"strong men that were whole† because the once glorious man in â€Å"Disabled† became nothing at all. The use of personification in â€Å"Out, Out† where the buzz saw â€Å"snarled and rattled† evokes a sense of foreboding. The buzz saw is seen as aggressive where cutting the boy’s hand was seen as a target and was meant to happen after all. The saw is seen as aggressive where cutting the boy’s hand was seen as a target and was meant to happen after all. The boy is simply nothing but dinner to the predator as he was its â€Å"supper† was mentioned right at the same moment when his hand was cut off. This is an effective method of making the boy seem worthless. The buzz saw has its own mind and is always one step ahead to make it seem dominant. Betrayal is a key point of the two poems as both victims had been betrayed by their own people. The boy was seen as only another death so no one cared about what happened since they were not the â€Å"ones dead† so they just move on with their life without any mourning. In â€Å"Disabled† the man was also seen as someone who is nothing as he is no longer â€Å"whole†. Where he was once a celebrated man, his life had completely changed due to his inexperience and naive view on war. He shares a similar fate as to the boy in â€Å"Out, Out† His actions were noble but they don’t matter at all since he had gained nothing out of it, he wasn’t able to win his â€Å"Meg† and he only brought back scars from the war. He was left alone like garbage since the women moved away to the other â€Å"strong men†. No matter what he did for his nation, he was a forgotten victim like the boy in â€Å"Out, Out†. It explains that the lives of these two people are insignificant and it’s best just to move on. On the other hand, both poems are both structured differently. â€Å"Out, Out† is a flowing story which has no stanzas. This structure allows the poem to be more fluid and keeps the pace of the story moving. It is seen through a third person perspective whereas â€Å"Disabled† the structure of the poem has stanzas and shows the perception of the past and the present. Robert Frosting juxtaposes the structure of the poem which aims to give a strong sense of contrast from one another so by using the past and the present, it is a very important role in the poem because one of the interesting part of â€Å"Disabled† is the main character as we can easily see how rueful he is due to his nostalgic days of when he was young. At stanza 1, it is hard to convince that the ruined man is the same person in stanza 3. He was known as one of the admired people as he was â€Å"silly† for his face. As he looked like a ‘god in kilts’ it is very contrasting to his future where he is in his â€Å"ghastly† suit. However, even though they have a contrasting structure they have something similar in terms of events that are not mentioned. Both poems predict something dreadful is about to happen to the characters as the personification used in ‘Out, Out’ ‘snarled and rattled’ hints that that the buzz saw is planning to strike. The structure has an unusual change where it is first introduced to something unpleasant which is the buzz saw but then the tone quickly changes to a tranquil state. Then it quickly shows the mountain ranges ‘one behind the other’ and ‘under the sunset, far into Vermont’ it foreshadows the boy’s death as the beauty could symbolize heaven. The tone quickly changes from concentrated to something serene. One other thing which is fascinating is that the poem has an image of society where society is cruelly creating the feeling of a forgotten victim just like the â€Å"women† in â€Å"Disabled†. The fact that both poems have the characters offering their body part creates an impression that they are worthless. It gives an idea that the body parts are no longer their own body. In â€Å"Disabled† he â€Å"threw away† his knees which is an unsympathetic manner to mention about his own legs â€Å"Out, out† is very comparable as he has â€Å"given† the hand. The fact that it wasn’t mentioned as â€Å"his† hand proves that it was no longer his own. In the poems both protagonists are robbed of their youth because they are both thrust into a dangerous adult world. They are chosen to be killed and left alone even though they are young which gives a poignant feeling and the sense of being forgotten. They interestingly have the same characteristics because in ‘Out, out’ the boy is doing â€Å"a man’s work† which implies a sense of experience and doing work that is years ahead of his age. Equal with â€Å"Disabled† where he finds himself in the present in a suit of grey. Similarly both protagonist in the poems portray the sense of being used by people because once they can’t achieve anything, they are no use to their leaders and society so they are left alone, isolated and gone from the world feeling betrayed as the boy was just basically used and the disabled man was rejected may assume that he threw away his life as well as he â€Å"poured† the colours down into shell holes. In comparison, the boy in â€Å"Out, Out† gives a stronger feeling of sorrow or grief for the boy as he is doing something he shouldn’t. In â€Å"Disabled† the idea of a forgotten victim is not shown as him resulting in death. It is the opposite of the boy as he is longing for his death. A powerful word Wilfred Owen used was that sleep had â€Å"mothered† which is a personification that shows his love of sleep where he is nurtured and safe, it even implies that the man is depressed. It assumes that the disabled man wants to escape from reality and go to his own reality in his sleep. Overall, the fragility and delicateness of life and youth mainly presents the idea of the forgotten victim. A forgotten victim is usually immobilized and helpless when they have lost everything. â€Å"Out, Out† and â€Å"Disabled† poignantly present forgotten victims. Even when doing a noble action like joining the army, a man can still be rejected among people. â€Å"Out, out† and â€Å"Disabled† were both written during difficult times and acquaints the reader to the atmosphere of the early 19’s. â€Å"Disabled† and â€Å"Out, Out† was written during the World War 1 where it was difficult and dark times yet in â€Å"Out, Out† we get a taste of how cold society was back then. Society can be cruel and filled with individualism where everyone is their own man so it plays a key point of making the two victims forgotten.

Electrum Metal Alloy or Green Gold

Electrum Metal Alloy or Green Gold Electrum is a naturally occurring alloy of gold and silver with a small amount of other metals. The man-made alloy of gold and silver is chemically similar to electrum  but usually is called green gold. Electrum Chemical Composition Electrum consists of gold and silver, often with small amounts of copper, platinum, or other metals. Copper, iron, bismuth, and palladium commonly occur in natural electrum. The name may be applied to any gold-silver alloy that is 20-80% gold and 20-80% silver, but unless it is the natural alloy, the synthesized metal is more correctly termed green gold,  gold, or silver (depending which metal is present in the higher amount).  The ratio of gold to silver in natural electrum varies according to its source. Natural electrum found today in  Western  Anatolia contains  70% to 90% gold. Most examples of ancient electrum are coins, which contain increasingly lower amounts of gold, so its believed the raw material was alloyed further to conserve profit. The word electrum has also been applied to the alloy called German silver, although this is an alloy that is silver in color, not elemental composition. German silver typically consists of  60% copper, 20% nickel and 20% zinc.   Electrum Appearance Natural electrum ranges in color from pale gold to bright gold, depending on the amount of the element gold present in the alloy. Brassy-colored electrum contains a higher amount of copper. Although the ancient Greeks called the metal white gold, the modern meaning of the phrase white gold  refers to a different alloy that contains gold  but appears silvery or white. Modern green gold, consisting of gold and silver, actually does appear yellowish -green.  Intentional addition of cadmium may  enhance the green color, although cadmium is toxic, so this limits the uses of the alloy. The addition of 2% cadmium produces a light green color, while 4% cadmium yields a deep green color. Alloying with copper deepens the color of the metal. Electrum Properties The exact properties of electrum depend on the metals in the alloy and their percentage. Generally, electrum has a high reflectivity, is an excellent conductor of heat and electricity, is ductile and malleable, and is fairly corrosion resistant. Electrum Uses Electrum has been used as currency, to make jewelry and ornaments, for drinking vessels, and as an exterior coating for pyramids and obelisks. The earliest known coins in the Western world were minted of electrum and it remained  popular for coinage until about 350 BC. Electrum is harder and more durable than pure gold, plus the techniques for gold refining were not widely known in ancient times. Thus, electrum was a popular and valued precious metal. Electrum History As a natural metal, electrum was obtained and used by early man.  Electrum was used to make the earliest metal coins, dating back at least to the 3rd millennium BC in Egypt. The Egyptians also used the metal to coat important structures. Ancient drinking vessels were made of electrum. The modern Nobel Prize medal consists of green gold (synthesized electrum) plated with gold. Where Can You Find Electrum? Unless you visit a museum or win the Nobel Prize, you best chance of finding electrum is to seek the natural alloy. In ancient times, the chief source of electrum was  Lydia, around the Pactolus River, a  tributary of the Hermus, now called the  Gediz Nehriin in Turkey. In the modern world, the primary source of electrum is Anatolia. Smaller amounts also may be found in Nevada, in the USA.

Building Sentences With Adverb Clauses (Part Two)

Building Sentences With Adverb Clauses (Part Two) As discussed in part one, adverb clauses are subordinate structures that show the relationship and relative importance of ideas in sentences. They explain such things as when, where, and why about an action stated in the main clause. Here well consider ways of arranging, punctuating, and revising sentences with adverb clauses. Arranging Adverb Clauses An adverb clause, like an ordinary adverb, can be shifted to different positions in a sentence. It may be placed at the beginning, at the end, or occasionally even in the middle of a sentence. An adverb clause commonly appears after the main clause: Jill and I waited inside the Cup-A-Cabana Diner until the rain stopped. When Gus asked Merdine for a light, she set fire to his toupee. As I shuffled humbly out the door and down the front steps, my eyes to the ground, I felt that my pants were baggy, my shoes several sizes too large, and the tears were coursing down either side of a huge putty nose.(Peter DeVries, Let Me Count the Ways) When a bus skidded into a river just outside of New Delhi, all 78 passengers drowned because they belonged to two separate castes and refused to share the same rope to climb to safety. Punctuation Tips: When an adverb clause appears at the beginning of a sentence, it is usually separated from the main clause by a comma.A comma is usually not necessary when the adverb clause follows the main clause. An adverb clause can also be placed inside a main clause, usually between the subject and verb: The best thing to do, when youve got a dead body on the kitchen floor and you dont know what to do about it, is to make yourself a good strong cup of tea.(Anthony Burgess, One Hand Clapping) Punctuation Tip: An adverb clause that interrupts a main clause, as show in the example above, is usually set off by a pair of commas. Reducing Adverb Clauses Adverb clauses, like adjective clauses, can sometimes be shortened to phrases: If your luggage is lost or destroyed, it should be replaced by the airline. If lost or destroyed, your luggage should be replaced by the airline. subject verb is Editing Tip: To cut the clutter from your writing, try reducing adverb clauses to phrases when the subject of the adverb clause is the same as the subject of the main clause. Practice in Revising Sentences with Adverb Clauses Rewrite each set below according to the instructions in parentheses. When you are done, compare your revised sentences with those on page two. Keep in mind that more than one correct response is possible. (Shift the adverb clausein boldto the beginning of the sentence, and make it the subject of the adverb clause.)The forest supports incessant warfare, most of which is hidden and silent, although the forest looks peaceful.(Shift the adverb clause to a position between the subject and verb in the main clause and set it off with a pair of commas.)While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.(Reduce the adverb clause to a phrase by dropping the subject and verb from the adverb clause.)While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.(Turn the first main clause into an adverb clause beginning with the subordinating conjunction whenever.)The sea builds a new coast, and waves of living creatures surge against it.(Make this sentence more concise by dropping the subject and the verb was from the adverb clause.)Although she was exhausted after the long drive home, Pinky insisted on going to work.(Mo ve the adverb clause to the beginning of the sentence, and make the sentence more concise by reducing the adverb clause to a phrase.)Clutching his teddy bear, the boy hid under the bed because he was frightened by the lightning and thunder. (Emphasize the contrast in this sentence by converting the first main clause into an adverb clause beginning with although.)Teachers who contend with blank or hostile minds deserve our sympathy, and those who teach without sensitivity and imagination deserve our criticism.(Omit the semicolon and convert the first two main clauses into an adverb clause beginning with after.)The storm has passed, and the flash floods dump their loads of silt into the Colorado River; water still remains in certain places on rimrock, canyon beach, and mesa top. When you are done, compare your revised sentences with those on page two. NEXT:Building Sentences with Adverb Clauses (part three) Here are sample answers to the exercise on page one: Revising Sentences with Adverb Clauses. Although it looks peaceful, the forest supports incessant warfare, most of which is hidden and silent.Billy Pilgrim, while he was on maneuvers in South Carolina, played hymns he knew from childhood. While on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood. Whenever the sea builds a new coast, waves of living creatures surge against it. Although exhausted after the long drive home, Pinky insisted on going to work. Frightened by the lightning and thunder, the boy hid under the bed, clutching his teddy bear. Although teachers who contend with blank or hostile minds deserve our sympathy, those who teach without sensitivity and imagination deserve our criticism. After the storm has passed, and the flash floods dump their loads of silt into the Colorado River, water still remains in certain places on rimrock, canyon beach, and mesa top. NEXT:Building Sentences with Adverb Clauses (part three)

Cause and Effect of the Unemployment Rate Term Paper

Cause and Effect of the Unemployment Rate - Term Paper Example The paper will also try to identify other causes for such extraordinary situation not seen ever before. Understanding Phillips Curve Below is a typical Phillips Curve drawn for the period between 1961 to 1969 as unemployment rate versus inflation rate. Source: http://www.econlib.org/library/Enc/PhillipsCurve.html The curve shows inverse relationship between the unemployment rate and inflation. During the years 1961-67, as unemployment rate rises from 4 percent to 6 percent, inflation rate reduces from 3 to 1 percent. A way back in those years, Philips curve was used as a guide for policy makers. To reduce the unemployment rate from 6 percent to 5 percent, the government would think of stimulating the economy by spending more but later on Phelps and Friedman put forward their views that in order to achieve lower unemployment rate government cannot trade with higher inflation rate. If unemployment is at the natural rate and the real wage also remains constant and the government uses mo netary and fiscal policy tools to lower unemployment rate below its natural rate, then the resultant increase in demand will encourage firms to raise their prices quickly and would like to pay more. Due to this, labor supply will increase and unemployment rate goes down. This is an illusion for labor as price will rise more rapidly than they would anticipate. The moment they feel the pinch of inflation, labor supply gets reduced at the old wage rates or they will demand increase in wages. In this process, real wage gets back to its previous level and the unemployment rate comes back to the natural rate. The price inflation continues at the higher rates due to expansionary fiscal policies. (Hoover 2008) Friedman’s and Phelps’s analyses explained first time that Phillips curves behave differently in the long run. The average inflation rate in 1960s was about 2.5 percent which rose to 7 percent in the 1970s; however during the same period the unemployment rate did not fal l but increased from about 4 percent to about 6 percent. This implied that at some rate of unemployment there would always be a stable rate of inflation. This came to be known as NAIRU (nonaccelerating inflation rate of unemployment). NAIRU is presented here below for the period between 1945 and 2000. (Hoover 2008) Source: http://www.econlib.org/library/Enc/PhillipsCurve.html NAIRU does not suggest that unemployment rate is constant unlike natural rate of unemployment. Milton Friedman developed the Expectations-Augmented Phillips Curve that explained the breakdown of the Phillips Curve. The Expectations-Augmented Phillips Curve for the period from 1976 up to 2002 for the changes in the rate of inflation versus unemployment rate is plotted as per the following. (Hoover 2008) http://www.econlib.org/library/Enc/PhillipsCurve.html The chart shows NAIRU at about 6 percent. Assuming a situation when economy is at NAIRU, rate of inflation at 3 percent, and the government wants to reduce it to zero. The chart suggests that monetary and fiscal policy which drives unemployment rate from 6 to 7 percent brings down the inflation rate by 1 percentage point. If fiscal management causes unemployment rate to remain at 7 percent; it will take almost three years for inflation to reach to zero. The expectations-augmented Phillips Curve is considered a most basic macroeconomic forecasting tool used by most of the central banks while modulating fiscal policies. Most diverse schools of macroeconomic thought accept the applicability of this model. It is